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Strengths and weaknesses of Gestalt psychology
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Recommended: Strengths and weaknesses of Gestalt psychology
Wolfgang Kohler's Contributions to Learning
Learning affects an individual's behavior through cognition in many ways. One of the most obvious ways is the acquiring of a skill. Kohler, a Gestaltist, was a believer in the value of perception and insight in terms of our cognition and how we are more than our behavior… that we actually have mental processes that govern our capacity to solve problems and make decisions in regards to learning and behavior. Kohler performed many experiments with chimpanzees to assist his theory about perception and insight. Although, we cannot confine our learning to solely abiding in Kohler's theory, he was still able to allow room for the reflective places in cognition and how we go about using these tools.
KOHLER & HIS CONTRIBUTIONS TO LEARNING
Learning is defined in Compton's Online Encyclopedia as "the lifelong process of acquiring skills, information, and knowledge." Many scientists now define learning as the organization of behavior based on experiences. There are many other definitions of learning because there are many other theories about how humans and other animals learn. But, all learning involves an interaction between an individual's brain, and the rest of the nervous system, and the environment…the surrounding world. Some theorists insist that learning takes place by organizing one's perceptions in certain useful ways. In a famous demonstration of learning by insight, the German-American psychologist, Wolfgang Kohler, showed that chimpanzees fit several sticks together in a makeshift pole to obtain food that was otherwise out of reach. Their behavior suggested a sudden understanding of how to solve the problem rather than achieving their goal by tri...
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... experiments by Kohler have made significant contributions to the world of Gestalt Psychology. Perhaps he gave us a means of questioning the possibilities involving animal cognition as well as human cognition, and our capabilities of insight and perception and how those two characteristics dramatically change the way we see our world.
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Compton's Encyclopedia On-line. Retrieved March 22, 2000 from the World Wide Web: http://www.optonline.com/comptons
LeFrancois, Guy R. (2000). Theories of Human Learning, What the Old Man Said (4th ed.). Belmont, CA: Wadsworth.
Psychology Links. Retrieved March 23, 2000 from the World Wide Web: http://www.kirjastosci.fi
Gould, C. G. (1971). The Animal Mind. Tucson, AZ: Pritchard Print.
Kohler, Wolfgang (1925). The Mentality of Apes. Norwood, NJ: Ablex.
The natural human learning process is a process developed by doctor Rita Smilkstein. Her wondrous studies incorporate tens of thousands of people, cohesively, over several years. Dr. Smilkstein’s intelligent process enumerates in six stages. Each consecutive stage builds upon the previous one. These stages are; motivation, start to practice, advanced practice, skillfulness, refinement, and finally mastery. Dr. Smilkstein calls learning a natural biological process.
Washington: American Psychiatric Press Inc. Nairne, J. S., Smith, M. S., and Lindsay, D. S. (2001). Psychology: The Adaptive Mind. Scarborough: Nelson Thomson Learning.
Weiten, W., Dunn, D.S., Hammer, E.Y. (2011). Psychology Applied to Modern Life. Belmont, Ca. Cengage Learning
...n looking at the results, they found out that the learning curve was exponential. The researchers assumed that learning occurs while people study and encode material into the brain.
Learning in its most basic form is our minds associating one thing with another. Digging deeper reveals that there are trends in how human beings and animals learn by association, usually this is done by a brain connecting one event to another. The two different ways a brain tends to learn is through either classical conditioning or operant conditioning. Classical conditioning is learning to associate one stimulus with another stimulus, and Operant Conditioning is learning by associating a response or behavior with a consequence. Knowing how people and animals learn is an important piece of knowledge if one is to help benefit the greater good.
Research completed on infants, children, and adults across a multitude of cultural environments proposes that no human mind is alike. Spelke found that the four systems on core knowledge are a basis for cognitive systems. This means that some humans learn things easily, while others learn with greater difficulty (Kinzler and Spelke 2007). The core knowledge theory can be seen as both a positive and negative topic. The possible fact that human beings, as well as other species, could potentially be predisposed to cognitive capacities instead of acquiring capacities through experience is an overwhelming and controversial topic. There is not enough research or evidence to deem the core knowledge theory to be an absolute fact, but a strong opinion could be derived. If these cognitive capacities are integrated into us before birth, that would create a strong foundation for building new skills or capacities; it would be difficult to imagine an individual starting their life without this foundation of core symptoms because problems may arise. The core knowledge theory is helpful when studying development because the idea has been apparent in studies since Jean Piaget and could eventually unveil the roots of an evolutionary
Smilkstein, Rita. We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum. Thousand Oaks, Cal. Corwin Press, 2003.
William Wundt conceived psychology as a science that could be experimented. His work majored on the concept of voluntarism as a way of coming into terms with psychological problems. Wundt’s ideas of understanding psychological problems explored mental disorders and abnormal behavior, religious beliefs, and pronouncement of the damaged parts of the brain. Through his experiments, he was able to distinguish psychology as a distinct science from other topics. He believed that analyzing consciousness as an individual’s subjective experience of the mind and the world, should inform scientific psychology (Rieber, 2001).
Learning is a cognitive process which involves generating linkages between concepts, ideas, skills elements, experiences and people. This process requires the learner to make meaning of something by creating and re-working patterns, connections and relationships. From various scientific studies, it has been proved that this cognitive process is largely premised upon mental capabilities and development of the brain (intime, 2001). For people to actualize their ideas and creativities of their minds, learning is inevitable. However, the ability to learn is dissimilar for all people- some learn faster than others. This infers the notion of learning patterns. In simple terms, learning patterns can be defined as forms through people learn.
Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION. Learning and instruction,6( 2), 95-109.
Learning is one of the most fundamental ideas humans can process. The ability of humans to learn(a) certain task is the key to what separates them from other organisms. The dictionary definition of learning was previously stated. But thi...
Driscoll, M. P. (2000) Psychology of Learning for Instruction. (2nd ed.) Boston: Allyn and Bacon.
Reflecting back on how every human has the capacity to learn once born caused my understanding of the meaning of learning to
Moore, Beverly. Situated Cognition Versus Traditional Cognitive Theories of Learning. Education, V119, N1, pgs 161-171, Fall 1998.
Behaviorism is the point of view where learning and behavior are described and explained in terms of stimulus-response relationships. Behaviorists agree that an individual’s behaviors is a result of their interaction with the environment. Feedback, praise and rewards are all ways people can respond to becoming conditioned. The focus is on observable events instead of events that happen in one’s head. The belief that learning has not happened unless there is an observable change in behavior. “The earliest and most Ardent of behaviourists was Watson (1931; Medcof and Roth, 1991; Hill 1997). His fundamental conclusion from many experimental observations of animal and childhood learning was that stimulus-response (S-R) connections are more likely to be established the more frequently or recently an S-R bond occurs. A child solving a number problem might have to make many unsuccessful trials before arriving at the correct solution” (Childs, 2004).